The Attitudes of Science and Mathematics Teachers toward the Integration of Information and Communication Technology (ICT) in their Educational Practice: The Application of the Unified Theory of Acceptance and Use of Technology (UTAUT)

Habis Saad Al-Zboon,Mohammed S Al-Rsa'I,Almothana M Gasaymeh

doi:10.5430/wje.v11n1p75

Abstract

This research aims to identify science and mathematics teachers’ attitudes towards integrating Information and Communication Technology (ICT) in their educational practice through applying the Unified Theory of Acceptance and Use of Technology (UTAUT). A questionnaire instrument was developed based on the constructs of the UTAUT (performance expectancy, effort expectancy, social influence and facilitating conditions) and attitudes scale. The study sample consisted of a group of mathematics and science teachers in governorate of Ma’an. The participants were randomly selected. Descriptive and regression analysis were used to analyze the data. The results showed the attitudes of science and mathematics teachers towards integrating information and communication technology in the educational process were high and positive. In addition, the results showed that science and mathematics teachers had positive and high perceptions of integrating information and communication technology in the educational process in all dimensions (performance expectancy, effort expectancy, social influence, and facilitating conditions). Furthermore, the unified theory of acceptance and use of technology was valid in explaining the attitudes of Science and Mathematics teachers toward the integration of ICT in the in their educational practice.

Highlights

The use of information and communication technology is playing an increasing role in escalating the efficiency of modern organizations including higher education institutions
The results showed the attitudes of science and mathematics teachers towards integrating information and communication technology in the educational process were high and positive
1 Attitudes 2 Performance expectancy 3 Effort expectancy 4 Social influence 5 Facilitating conditions. It is clear from table 4 that the attitudes of science and mathematics teachers towards integrating information and communication technology in the educational process are positive with an average )3.98( and a standard deviation )0.78

Summary

Introduction

The use of information and communication technology is playing an increasing role in escalating the efficiency of modern organizations including higher education institutions. The introduction of information and communication technology in higher education institutions, need planning and understating of the adoption of these technologies by students and faculty members. In this regard, there is a need to used validated tools and adoption models to examine the acceptance of information and communication technology, especially by teachers as they establish the success of the implementation of ICT in education. The results showed that almost all the students owned smart-phones and greater part of them owned laptop computers They had trouble-free access to ordinary types of technologies such as computers and the internet. They had fair competencies in the general use of these common technologies, and high competencies in using smartphones They were users of ordinary digital tools and applications for non-educational purposes. Their ownership, access, competencies with, and use of ICT for personal purposes did not result in extensive use of ICT for educational purposes

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